Passage 1📖
Tale of the Genji
A fictionalized diary of the Heian court written by Murasaki Shikibu, the Tale of the Genji became the central work of fiction in Japanese literature. That period saw the emergence of many women writers, like Murasaki, who wrote in the Japanese script, while men wrote in the Chinese script, used for education and government. The novel depicts the romantic life of Prince Genji and is a striking picture of the aristocratic atmosphere of the Heian court. It shows the independence that women had in choosing their husbands and living their lives.
Questions / Answer:
Question 1: Who is the author of the Tale of Genji, and what is its significance in Japanese literature?
Answer: The Tale of Genji was written by Murasaki Shikibu and is considered the central work of fiction in Japanese literature.
Question 2: During what historical period is the Tale of Genji set, and what does it depict?
Answer: The Tale of Genji is set in the Heian period. It depicts the romantic life of Prince Genji and provides a vivid picture of the aristocratic atmosphere of the Heian court.
Question 3: What is noteworthy about the emergence of women writers, such as Murasaki, during the Heian period in Japan?
Answer: During the Heian period, women writers like Murasaki emerged, writing in the Japanese script. This period also saw men predominantly writing in the Chinese script, which was used for education and government.
Question 4: What aspect of the Heian court does the Tale of Genji highlight regarding women’s independence?
Answer: The Tale of Genji portrays the independence that women had in choosing their husbands and living their lives. It offers insights into the autonomy and decision-making power that women enjoyed in the aristocratic society of the Heian court.
Question 5: Besides being a romantic narrative, what broader cultural and societal aspects does the Tale of Genji capture?
Answer: The Tale of Genji provides a striking picture of the aristocratic atmosphere of the Heian court, offering cultural insights into the lives, relationships, and societal norms of that historical period in Japan.
Passage 2📖
The Japanese had borrowed their written script from the Chinese in the sixth century. However, since their language is very different from Chinese they developed two phonetic alphabets – hiragana and katakana. Hiragana is considered feminine because it was used by many women writers in the Heian period (such as Murasaki). It is written using a mixture of Chinese characters and phonetics so that the main part of the word is written with a character – for instance, in ‘going’, ‘go’ would be written with a character and the ‘ing’ in phonetics.
The existence of a phonetic syllabary meant that knowledge spread from the elites to the wider society relatively quickly. In the 1880s it was suggested that Japanese develop a completely phonetic script, or adopt a European language. Neither was done.
Questions / Answer:
Question 1: How did the Japanese acquire their written script, and what did they develop in response to the differences between Japanese and Chinese languages?
Answer: The Japanese borrowed their written script from the Chinese in the sixth century. Due to the significant linguistic differences, they developed two phonetic alphabets: hiragana and katakana.
Question 2: Why is hiragana considered feminine, and who were some notable users of hiragana in the Heian period?
Answer: Hiragana is considered feminine because it was predominantly used by many women writers in the Heian period, including Murasaki Shikibu, the author of the Tale of Genji.
Question 3: How is hiragana written, and what is an example of its usage in combining Chinese characters and phonetics?
Answer: Hiragana is written using a mixture of Chinese characters and phonetics. In a word like ‘going,’ the main part of the word (‘go’) would be written with a character, while the ‘ing’ would be represented phonetically.
Question 4: What impact did the development of phonetic alphabets like hiragana have on the spread of knowledge in Japanese society?
Answer: The existence of a phonetic syllabary, such as hiragana, facilitated the relatively quick spread of knowledge from the elites to the wider Japanese society.
Question 5: In the 1880s, what suggestions were made regarding the Japanese script, and how did Japan respond to these suggestions?
Answer: In the 1880s, there were suggestions that Japan should either develop a completely phonetic script or adopt a European language. However, Japan did not pursue either of these options at that time.
Passage 3📖
Fukuzawa Yukichi (1835-1901)
Born in an impoverished samurai family, he studied in Nagasaki and Osaka learning Dutch and Western sciences and, later, English. In 1860, he went as a translator for the first Japanese embassy to the USA. This provided material for a book on the West, written not in the classical but in the spoken style that became extremely popular. He established a school that is today the Keio University. He was one of the core members of the Meirokusha, a society to promote Western learning.
In The Encouragement to Learning (Gakumon no susume,1872- 76) he was very critical of Japanese knowledge: ‘All that Japan has to be proud of is its scenery’. He advocated not just modern factories and institutions but the cultural essence of the West – the spirit of civilisation. With this spirit it would be possible to build a new citizen. His principle was: ‘Heaven did not create men above men, nor set men below men.’
Questions / Answer:
Question 1: What were Fukuzawa Yukichi’s early educational experiences, and how did he acquire knowledge of Western sciences and languages?
Answer: Born in an impoverished samurai family, Fukuzawa Yukichi studied in Nagasaki and Osaka, where he learned Dutch and Western sciences. Later, he also studied English.
Question 2: In 1860, what significant role did Fukuzawa Yukichi play, and how did it impact his later work?
Answer: In 1860, Fukuzawa Yukichi served as a translator for the first Japanese embassy to the USA. This experience provided material for a book on the West, written in the spoken style that became highly popular.
Question 3: What educational institution did Fukuzawa Yukichi establish, and what is its present-day legacy?
Answer: Fukuzawa Yukichi established a school that later became Keio University, a prestigious institution in Japan.
Question 4: What was Fukuzawa Yukichi’s role in the Meirokusha, and what was the aim of this society?
Answer: Fukuzawa Yukichi was one of the core members of the Meirokusha, a society dedicated to promoting Western learning in Japan.
Question 5: What were Fukuzawa Yukichi’s views on Japanese knowledge, and what principles did he advocate in “The Encouragement to Learning” (Gakumon no susume)?
Answer: In “The Encouragement to Learning,” Fukuzawa Yukichi criticized Japanese knowledge, stating that “All that Japan has to be proud of is its scenery.” He advocated not only for modern factories and institutions but also for embracing the cultural essence of the West—the spirit of civilization. His principle was that “Heaven did not create men above men, nor set men below men,” emphasizing equality and the potential for building a new citizen with the spirit of civilization.
Passage 4📖
CAR-CLUB
Moga: An abbreviation for ‘modern girl’. It represented the coming together in the twentieth century of ideas of gender equality, a cosmopolitan culture and a developed economy. The new middle?class families enjoyed new forms of travel and entertainment. Transport in cities improved with electric trams, public parks were opened from 1878, and department stores began to be built. In Tokyo, the Ginza became a fashionable area for Ginbura, a word combining ‘Ginza’ and ‘burbura’ (walking aimlessly). The first radio stations opened in 1925. Matsui Sumako, an actress, became a national star with her portrayal of Nora in the Norwegian writer Ibsen’s A Doll’s House. Movies began to be made in 1899 and soon there were a dozen companies making hundreds of films. The period was one of great vitality and the questioning of traditional norms of social and political behaviour
Questions / Answer:
Question 1: What does the term “Moga” stand for, and what did it represent in the twentieth century?
Answer: “Moga” is an abbreviation for “modern girl.” In the twentieth century, it represented the convergence of ideas related to gender equality, cosmopolitan culture, and a developed economy.
Question 2: How did the new middle-class families in the twentieth century Japan enjoy advancements in travel and entertainment?
Answer: New middle-class families in twentieth-century Japan enjoyed new forms of travel and entertainment. Improved city transport with electric trams, the opening of public parks from 1878, and the construction of department stores contributed to this experience.
Question 3: What area in Tokyo became fashionable for “Ginbura,” and what does the term “Ginbura” signify?
Answer: In Tokyo, the Ginza became a fashionable area for “Ginbura,” a term combining ‘Ginza’ and ‘burbura,’ which referred to walking aimlessly.
Question 4: What cultural developments took place in the early twentieth century in Japan, particularly in the realm of entertainment and media?
Answer: In the early twentieth century, Japan witnessed the opening of the first radio stations in 1925, the rise of actress Matsui Sumako as a national star for her portrayal of Nora in Ibsen’s A Doll’s House, and the beginning of the Japanese film industry in 1899.
Question 5: How does the described period in Japan reflect societal changes and challenges to traditional norms?
Answer: The described period in Japan was characterized by great vitality and a questioning of traditional norms of social and political behavior. Advancements in various aspects of life, including entertainment, transportation, and media, contributed to a shift in societal dynamics and a reevaluation of traditional norms.
Passage 5📖
The Examination System
Entry to the elite ruling class (about 1.1 million till 1850) had been largely through an examination. This required writing an eight-legged essay [pa-ku wen] in classical Chinese in a prescribed form. The examination was held twice every three years, at different levels and of those allowed to sit only 1-2 per cent passed the first level, usually by the age of 24, to become what was called ‘beautiful talent’. At any given time before 1850 there were about 526,869 civil and 212,330 military provincial (sheng-yuan) degree holders in the whole country. Since there were only 27,000 official positions, many lower-level degree holders did not have jobs. The examination acted as a barrier to the development of science and technology as it demanded only literary skills. In 1905, it was abolished as it was based on skills in classical Chinese learning that had, it was felt, no relevance for the modern world.
Questions / Answer:
Question 1: How did individuals gain entry into the elite ruling class in pre-1850 China?
Answer: Entry into the elite ruling class in pre-1850 China was largely through an examination system. Candidates were required to write an eight-legged essay in classical Chinese in a prescribed form.
Question 2: What was the pass rate for the examination system, and at what age did successful candidates typically achieve the first level?
Answer: Only 1-2% of those allowed to sit for the examination system passed the first level. Successful candidates typically achieved this by the age of 24, earning the title of ‘beautiful talent.’
Question 3: How many civil and military provincial degree holders existed in China before 1850, and how did this relate to official positions?
Answer: Before 1850, there were about 526,869 civil and 212,330 military provincial degree holders in China. However, since there were only 27,000 official positions, many lower-level degree holders were left without jobs.
Question 4: What impact did the examination system have on the development of science and technology in pre-1850 China?
Answer:The examination system acted as a barrier to the development of science and technology because it primarily demanded literary skills, neglecting other areas of knowledge.
Question 5: Why was the examination system abolished in 1905, and what was the criticism against it?
Answer: The examination system was abolished in 1905 as it was based on skills in classical Chinese learning, which was considered irrelevant for the modern world. The system was criticized for hindering progress and not aligning with the needs of a changing society.
Passage 6📖
Shanghai in 1935: Buck Clayton, a black American trumpet player, in Shanghai with his jazz orchestra lived the life of the privileged expatriates. But he was black and once some white Americans assaulted him and his orchestra members and threw them out fro–m the hotel they played in. Thus, though American, he had greater sympathy for the plight of the Chinese being himself a victim of racial discrimination. Of their fight with white Americans where they emerged victorious he writes, ‘The Chinese onlookers treated us like we had done something they always wanted to do and followed us all the way home cheering us like a winning football team.’ On the poverty and hard life of the Chinese, Clayton writes, ‘I would see sometimes twenty or thirty coolies pulling a big heavy cart that in America would be pulled by a truck or horses. These people seemed to be nothing but human horses and all they would get at the end of the day was just enough to get a couple of bowls of rice and a place to sleep. I don’t know how they did it.’
Questions / Answer:
Question 1: Who was Buck Clayton, and what was his role in Shanghai in 1935?
Answer: Buck Clayton was a black American trumpet player leading a jazz orchestra in Shanghai in 1935. He lived the life of a privileged expatriate but faced racial discrimination.
Question 2: Describe an incident where Buck Clayton and his orchestra experienced racial discrimination in Shanghai.
Answer: In Shanghai, some white Americans assaulted Buck Clayton and his orchestra members, leading to their expulsion from the hotel where they were performing. This incident highlighted racial discrimination against them.
Question 3: How did the Chinese onlookers react when Buck Clayton and his orchestra had a fight with white Americans and emerged victorious?
Answer: Chinese onlookers treated Buck Clayton and his orchestra like heroes, cheering them on as if they had accomplished something the Chinese themselves always wanted to do. They followed them home, showing support and celebration.
Question 4: How did Buck Clayton, as a black American facing racial discrimination, express sympathy for the plight of the Chinese in Shanghai?
Answer: Despite being American, Buck Clayton had greater sympathy for the Chinese, recognizing the common experience of racial discrimination. His own victimization led to a deeper understanding of the struggles faced by the Chinese.
Question 5: In Buck Clayton’s observations of the poverty and hard life of the Chinese, what striking image did he describe regarding the labor of coolies pulling heavy carts?
Answer: Buck Clayton described seeing groups of twenty or thirty coolies pulling heavy carts, a task that in America would be done by trucks or horses. He emphasized their strenuous labor and likened them to “human horses,” working hard for minimal rewards, receiving just enough for a couple of bowls of rice and a place to sleep.
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